An Examination of Planning and Implementing Brain-Based Strategies in the Elementary Classroom

Brain-based learning can positively impact student motivation, attitudes and academic achievement. Much of the research is situated in a quantitative paradigm designed to measure motivation, attitudes toward learning, and academic achievement. The purpose of the study was to investigate the extent to which teachers are aware of brain-based learning theory and applying the concepts of the theory to their teaching. The qualitative study utilized brain-based learning theory as a research framework. The study employed a semi-structured, face-to-face interview method to gain a better understanding of what information teachers currently know about brain-based learning and what they need in order to create classrooms that implement curriculum using brain-based learning theory. The study also explored the extent to which teachers learned about brain-based learning theory in their teacher preparation programs. The study has implications for pedagogy as well as curriculum choices in school districts and teacher preparation programs. Findings include evidence that teachers had little knowledge of brain-based learning theory unless they had engaged in professional development specific to brain-based learning. However, teachers often unknowingly implemented brain-based learning strategies. Findings also include evidence that teachers did not recall learning about brain-based learning theory in their teacher preparation programs. The study includes recommendations for general education teachers, higher education faculty and future research